6 Language Arts Common Core Standards
Gifted Curriculum Guide‐2013
(rev. June 2013)
Introduction
This document is meant to guide teachers through the adoption of the Common Core Standards in the language arts classroom. It is also meant to be a
catalyst for grade level discussions and backwards design. It will assist in providing a district‐wide guaranteed and viable curriculum.
How the Standards Are Divided
There are five strands in the Common Core Standards: Writing, Reading Literature, Reading Informational Texts, Speaking and Listening, and Language.
Within each strand, clusters were formed to put similar skill concepts together; therefore, each tab of this document is broken down by the specific
standard clusters.
In the Common Core Standards, reading is broken down into two strands: Reading Literature and Reading Informational Texts. Due to similarities in
concept and the movement of pairing literature and informational texts together, this document presents the reading strands together on the same tab.
This does not mean that the two must always be paired or that the teaching of literature is the same as teaching informational texts, but it can be helpful
for students to see how they are complimentary.
Sample Essential Questions
For each cluster of the Common Core Standards sample essential questions have been provided. These samples were not designed around content but
skills; therefore, the teacher will need to provide essential questions based around the content that they teach in addition to the skill based essential
questions provided. According to Grant Wiggins, coauthor of Understanding by Design, essential questions are important questions that recur
throughout one’s life. They can also be key inquiries within a discipline. A question can be considered essential when it helps students make sense of
important but complicated ideas. Teachers should not be confined or obligated to use the sample essential questions, but instead should used them as a
guide.
Enduring Understandings
For each cluster of the Common Core Standards sample enduring understandings have been provided. These samples were not designed around content
but skills; therefore, the teacher will need to provide essential questions based around the content that they teach in addition to the skill based essential
questions provided. Enduring understandings are statements summarizing important ideas and core processes that are central to a discipline and have a
lasting value beyond the classroom. It synthesizes not just what a student should know or do, but what a student should understand as a result of
studying a particular content area. Teachers should not be confined or obligated to use the sample enduring understandings, but instead should used
them as a guide.
Depth of Knowledge (DOK)
Dr. Norman Webb’s Depth of Knowledge (DOK) measures the degree to which the knowledge elicited from students on assessments is as complex as
what students are expected to know and do as stated in the Common Core Standards. It accomplishes a cognitive process going across four levels of
depth of knowledge:
•
•
•
•
DOK 1 (recall): the most basic skills of definition
DOK 2 (skill concept): using the information or conceptual knowledge
DOK 3 (strategic thinking): reasoning or developing a plan; the task may have more than one answer
DOK 4 (extended thinking): requires an investigation, collection of data and analysis of results; requires time to think and process
While similar in appearance to Bloom’s Taxonomy, DOK is focused on what comes after the verb and not on the verb itself. Each level is based upon the
process of the task, not on the level of the verb involved in the task. It is designed to measure depth of learning, not the category of the task.
DOK is not about verbs. Verbs are not always used appropriately. DOK is not about "difficulty" ‐ It is not about the student or level of difficulty for the
student ‐ it requires looking at the assessment item not student work in order to determine the level. DOK is about the item/standard ‐ not the student.
DOK is about what FOLLOWS the verb. What comes after the verb is more important than the verb itself. DOK is about the complexity of mental
processing that must occur to answer a question.
Remember DOK is descriptive and not a taxonomy. It focuses on how deeply the student has to know the content in order to respond.
Rubric
For each cluster a sample rubric has been provided. The rubric is based on the idea that the standard meets the qualifications on what a student requires
to be labeled proficient; therefore, proficient is the standard itself. The rubric is not intended to align with grading; however, it can be used to help assess
students. For example, a student could place in developing on the rubric and still receive high marks in the grade book as it is developmentally
appropriate for the class. This is to say that a student that is entering the grade band should be developing and be, at the minimum, proficient as they exit
the grade band.
There are four rubric categories:
•
•
•
•
Developing‐Approaching the standard; still needs scaffolding.
Proficient‐This is the standard achieved independently by the student.
Advancing‐Moving past the standard with some scaffolding.
Mastery‐Moving past the standard independently and in a cross‐curricular manner.
Sample Assessment Items According to Above Rubric
Sample assessment items have been provided as examples of what could be on an assessment. These questions or statements are not definitive and
should be expanded on for specific content. The sample assessment questions should be viewed as stems that would lead to appropriate items for
assessing the corresponding level on the rubric. These samples were not designed using specific curriculum, but instead using more global inquiries.
Sample Student Objectives
For each cluster of the Common Core Standards, sample student objectives have been provided. These samples were not designed using specific
curriculum, but instead using more global inquiries. Teachers should not be confined or obligated to use the sample student objectives, but instead they
should use them as a guide. Depending on the content, student objectives will vary.
Sample Performance Tasks
For each cluster of the Common Core Standards, sample performance tasks have been provided. These samples are specific in nature to give teachers a
sample tasks that would meet the standard. Teachers should not be confined or obligated to use the sample performance tasks, but instead they should
use them as a guide. Depending on the content, student tasks will vary.
References
In addition to the clusters, there are many reference pages available to aid in the use of this document.
Text Complexity and Lexile Level
The three‐part model for measuring text complexity, along with the qualitative dimensions of text complexity, is provided for reference. This will aid
teachers in understanding how to pair appropriate text complexity with appropriate level of scaffolding.
In addition, the Common Core Lexile Ranges are identified by grade band. The old ranges for each grade band are provided for reference as well as the
new Lexile ranges aligned with College and Career Readiness (CCR) expectations.
According to “The Lexile Framework for Reading,” a Lexile measure is a valuable piece of information about either an individual's reading ability or the
difficulty of a text. The Lexile measure is shown as a number with an "L" after it — 880L is 880 Lexile. The idea behind The Lexile Framework for
Reading is simple: if teachers know how well a student can read and how hard a specific text is to comprehend, teachers can predict how well that
student will likely understand the text.
To find Lexile information for any text, go to Lexile.com and search in the upper right hand corner of the main page. If the Lexile is unavailable (as is the
case with most informational text) use the Lexile analyzer to calculate the Lexile level. Go to http://www.lexile.com/analyzer/ and follow the directions
on the right side of the page.
Planning
A planning template has been provided for level‐use to prepare for the school year. The template is broken down by semester in a total of six units for
the school year. This is a suggested template; the template does not imply that all teachers must have six units a school year. Units can be added or
removed based upon each teacher’s discretion.
Resources
This is a page of websites that can be used to find information on Common Core Standards and other various elements in this document (DOK, Lexile,
etc.).
Common Readings
Common readings for each grade level in a grade band have been provided with the Lexile score. This list is not exhaustive and is not limiting. Individual
campuses are encouraged to add and/or adapt this list according to the needs and resources of the campus.
6 Reading Cluster: Key Ideas and Details
Reading Literature: 6
Reading Informational Text: 6
5.RL.1
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
5.RI.1
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text
6.RL.1
Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
6.RI.1
Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
7.RI.1
Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
5.RI.2
Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
6.RI.2
Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the
text distinct from personal opinions or judgments.
7.RI.2
Determine two or more central ideas in a text and analyze
their development over the course of the text; provide an
objective summary of the text.
7.RL.1
Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text.
5.RL.2
Determine a theme of a story, drama, or poem from details in
the text, including how characters in a story or drama respond
to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
6.RL.2
Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a
summary of the text distinct from personal opinions or
judgments.
7.RL.2
Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an
objective summary of the text.
5.RL.3
Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the
text (e.g., how characters interact).
5.RI.3
Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
6.RL.3
Describe how a particular story's or drama's plot unfolds
in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution.
6.RI.3
Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g.
through examples or anecdotes)
7.RI.3
Analyze the interactions between individuals, events, and
ideas in a text (e.g., how ideas influence individuals or events,
or how individuals influence ideas or events).
7.RL.3
Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
Sample Essential Questions
•
•
Why is it important to be analytical when approaching complex text?
What do readers gain from analyzing text?
Enduring Understandings
•
•
•
Elements of a complex text interact to affect the textual outcome.
Connections exist between informational and literary text.
Seeing things through others' perspectives helps to understand differences and be better world citizens.
Depth of Knowledge
DOK1 – Recall
Identify the theme in a reading
passage.
DOK2 – Skill Concept
Identify and summarize the theme in
a reading passage.
DOK 3 – Strategic Thinking
Support the theme with details and
examples from the reading passage.
DOK 4 – Extended Thinking
Compare and contrast the theme in
various reading passages.
Rubric
Developing
•
•
Student can identify key terms
such as theme, key ideas,
inference, details, character, etc.
Student can identify plot and
describe how characters change
with support.
Proficient
•
•
•
Student can define key terms
such as theme, key ideas,
inference, details, character, etc.
While the student identifies key
terms, he/she struggles at
applying knowledge.
Student struggles to find the
elements of literature/text and
weakly connect ideas to an
analysis of how elements add up
to a theme.
Advancing
•
•
•
•
Student can identify key terms,
identify elements of texts, and
adequately analyzes how the
elements lead to a theme/central
idea.
Student supports inferential
thinking with logical support.
Student traces the logical
arguments of authors.
Student transfers knowledge to
other texts and situations
Mastery
•
Student seamlessly applies
analytical frameworks to texts
and thoroughly considers
multiple points of view and
shows global view of themes and
key ideas.
Sample Assessment Items According to Above Rubric
Developing
•
•
•
Define theme/central idea
Define characterization.
List the literary elements used
in the text
Proficient
•
•
•
Identify the theme/central idea
in any given text.
Identify the supporting details.
Compare/contrast two
characters in a selected text.
Advancing
•
•
How does the character influence
the plot?
Compare/contrast the
theme/central idea of two or
more texts.
Mastery
•
How can a theme in literature
be applied to a contemporary
issue?
Sample Student Objectives
•
•
•
TSW list the literary elements used in the text.
TSW cite examples to support analysis of text.
TSW define characterization.
Sample Performance Tasks
•
•
Students cite explicit textual evidence as well as draw inferences about the drake and the duck from Katherine Paterson’s The Tale of the Mandarin
Ducks to support their analysis of the perils of vanity. [6.RL.1]
Students analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on
the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. [RI.6.3]
Additional Notes
6 Reading: Craft & Structure
Reading Literature: 6
Reading Informational Text: 6
5.RL.4
Determine the meaning of words and phrases as they are used
in a text, including figurative language such as metaphors and
similes.
5.RI.4
Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic
or subject area.
6.RL.4
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of a specific word
choice on meaning and tone.
6.RI.4
Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative,
and technical meanings.
7.RL. 4
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
7.RI.4
Determine the meaning of words and phrases as they
are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of a
specific word choice on meaning and tone.
5.RL.5
Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular story,
drama, or poem.
5.RI.5
Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, and problem/solution) of events,
ideas, concepts, or information in two or more texts.
6.RL.5
Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or
plot.
6.RI.5
Analyze how a particular sentence, paragraph, chapter, or
section fits into the overall structure of a text
and contributes to the development of the
ideas.
7. RL.5
Analyze how a drama or poem’s form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning.
7.RI.5
Analyze the structure an author uses to organize a
text, including how the major sections contribute
to the whole and to the development of the ideas.
5.RL.6
Describe how a narrator’s or speaker’s point of view
influences how events are described.
5.RI.6
Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
6. RL.6
Explain how an author develops the point of view of the
narrator or speaker in a text.
6.RI.6
Determine an author's point of view or purpose in a text
and explain how it is conveyed in the text.
7.RL.6
Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text.
7.RI.6
Determine an author’s point of view or purpose in a text and
analyze how the author distinguishes his or her position from
that of others.
Sample Essential Questions
•
•
How does text structure contribute to meaning?
Why is it important to see things from different points of view?
Enduring Understandings
•
•
•
Point of view and purpose shape the content and style of text.
Authors develop characters to express various points of view.
Context clues enhance understanding of words and phrases.
Depth of Knowledge
DOK1 – Recall
•
Define author's point of view in a
given text.
DOK2 – Skill Concept
•
Use context clues to identify an
author's point of view in a given
text.
DOK 3 – Strategic Thinking
•
Draw conclusions on how the
author developed the point of
view in the text in the form of a
graphic organizer.
DOK 4 – Extended Thinking
•
Compare and contrast author's
point of view in multiple
literature selections
Rubric
Developing
•
•
•
Identify the meaning of words and
phrases as they are used in text.
Analyze how a series of chapters,
scenes, stanzas contributes to the
organizational development of
text.
Identify narrator or speaker's
point of view and how it is
conveyed in text.
Proficient
•
•
•
Determine the meaning of words
and phrases as they are used in
text.
Analyze how a particular
sentence, paragraph, chapter,
scene or stanza contributes to the
organizational development of
text.
Explain the author's point of view
and how it is conveyed in text.
Advancing
•
•
•
•
Determine the meaning of words
and phrases and analyze their use
in context (figurative, connotative,
and technical).
Analyze the organizational
structure the author uses and
how it contributes to the
meaning/ideas.
Determine the author's point of
view/purpose and analyze how it
distinguishes their position from
that of others.
Analyze how an author develops
and contrasts the point of view of
characters or narrators in a text.
Mastery
•
Seamlessly and independently
apply all components (text
structure & point of view) cross‐
curricular, In a creative and
unique application.
Sample Assessment Items According to Above Rubric
Developing
•
•
•
Define words and phrases.
Define various forms of figurative
language.
Discuss author's point of view.
Proficient
•
•
•
•
Determine meaning of words and
phrases in context.
Analyze organizational structure
Determine author's point of view
in informational text
Analyze how author's point of
view affects characters.
Advancing
•
•
Analyze meaning and impact of
words and phrases across two or
more pieces of text.
Compare/contrast two or more
structures and evaluate
effectiveness.
Analyze how point of view affects
tone.
Mastery
•
•
•
Expertly and independently
analyze the meaning and impact
of words and phrases within
multiple texts.
Compare and contract multiple
writing structures to evaluate
effectiveness on literary elements.
Analyze multiple points of view
and the relative impact upon tone
and mood within text.
Sample Student Objectives
•
•
TSW Discuss how author's use of language, diction, or style presentation effects the meaning of their stories and makes their styles unique.
TSW Determine how character experiences are similar/different in multiple texts.
Additional Notes
6 Reading: Integration of Knowledge and Ideas
Reading Literature: 6
Reading Informational Text: 6
5.RL.7
Analyze how visual and multimedia elements contribute to
the meaning, tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of fiction, folktale, myth, and poem).
5.RI.7
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.
6.RL.7
Compare and contrast the experience of reading a story,
drama, or poem, to listening to or viewing an audio,
video, or live version of the text, including contrasting
what they "see" and "hear" when reading the text to
what they perceive when they listen or watch.
6.RI.7
Integrate information presented in different media or
formats (e.g. visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue.
7.RI.7
Compare and contrast a text to an audio, video, or multimedia
version of the text, analyzing each medium’s portrayal of the
subject (e.g., how the delivery of a speech affects the impact of
the words).
5.RI.8
Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and
evidence support which point(s).
6.RI.8
Trace and evaluate the argument and specific claims in a
text, while distinguishing claims that are supported by
reasons and evidence from claims that are not.
7.RL.7
Compare and contrast a written story, drama, or poem to
its audio, filmed, staged, or multimedia version, analyzing
the effects of techniques unique to each medium (e.g.,
lighting, sound, color, or camera focus and angles in a film).
5.RL.8
6.RL.8
7.RL.8
(Not applicable to literature)
(Not applicable to literature)
(Not applicable to literature)
7.RI.8
Trace and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
5.RL.9
Compare and contrast stories in the same genre (e.g.,
mysteries and adventure stories) on their approaches to
similar themes and topics.
5.RI.9
Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
6.RL.9
Compare and contrast texts in different forms or genres
(e.g. stories and poems; historical novels and fantasy
stories) in terms of their approach to similar themes
and topics.
6.RI.9
Compare and contrast one author's presentation of events
with that of another (e.g. a memoir written by
and a biography on the same person.)
7.RI.9
7.RL.9
Compare and contrast texts in different forms or genres
(e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes
and topics.
Analyze how two or more authors writing about the
same topic shape their presentations of key
information by emphasizing different evidence or
advancing different interpretations of facts.
Sample Essential Questions
•
•
Why is it important to determine if a source is credible, relevant, and valid?
How does exposure to various mediums affect meaning?
Enduring Understandings
•
•
Sources are analyzed for credibility and relevance.
Readers develop a deeper understanding through reflection and analysis of multiple forms of media, genres and authors' works.
Depth of Knowledge
DOK1 – Recall
Compare and contrast written text.
DOK2 – Skill Concept
Compare and contrast text from one
author to another.
DOK 3 – Strategic Thinking
Compare and contrast text from one
author to another analyzing
technique unique to each.
DOK 4 – Extended Thinking
Compare and contrast various
author's text and present in a unique
and creative way.
Rubric
Developing
•
•
•
Compare and contrast written
text to its multimedia version.
Sometimes distinguishes valid
arguments from invalid
arguments.
Identify basic claims made by an
author.
Proficient
•
•
•
•
Compare and contrast written
text to its multimedia version.
Identify valid evidence from
invalid evidence.
Trace supported and
unsupported claims.
Compare and contrast text from
different forms, genres, or author
on similar themes/topics.
Advancing
•
•
•
•
Compare and contrast written
text to its multimedia version
analyzing the effects of
techniques unique to each
medium.
Evaluate an argument assessing
its validity and relevance of the
evidence.
Compare and contrast how
authors portray and alter
historical events within literary
text.
Analyze how two or more
authors write about the same
topic and use different evidence
and interpretations.
Mastery
•
Independently and expertly
evaluate and analyze various
mediums that present topics or
ideas in an abstract nature.
Sample Assessment Items According to Above Rubric
Developing
•
Compare and contrast text and
multimedia.
Proficient
•
Analyze how themes relate
across various forms of
multimedia.
Advancing
•
Evaluate
advantages/disadvantages of
using various forms of media.
Sample Student Objectives
•
TSW Evaluate key differences between various forms of media.
Mastery
•
Evaluate and analyze in abstract
various forms of media.
Additional Notes
6 Reading: Range of Reading and Level of Text Complexity
Reading Literature: 6
Reading Informational Text: 6
5.RL.10
By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of the
grades 4–5 text complexity band independently and
proficiently.
5.RI.10
By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at
the high end of the grades 4–5 text complexity band
independently and proficiently.
6.RL.10
By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6‐8
text complexity band proficiently, with scaffolding
needed at the high end of the range.
6.RI.10
By the end of the year, read and comprehend literary
nonfiction in the grades 6‐8 text complexity band
proficiently, with scaffolding as needed at the high end of
the range.
7.RL.10
By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
7.RI.10
By the end of the year, read and comprehend literary nonfiction
in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Sample Essential Questions
•
•
Why is it important to read various text genres?
How does comprehension affect depth of understanding?
Enduring Understandings
•
Reading is a function of a free society.
Depth of Knowledge
DOK 1 - Recall
•
Identify the 5 Ws of a text.
DOK 2 - Skill Concept
DOK 3 - Strategic Thinking
Summarize the content,
chronology, or main idea of a
text.
•
•
Cite the validity and relevance of
evidence from a text to support a
thesis.
DOK 4 -Extended Thinking
•
Connect and prove how the
content of a text relates to
another text, and/or to real
world issues.
Rubric
Developing
•
Read on grade‐level text
complexity bad and
comprehend text with
scaffolding.
Proficient
•
By the end of the year, read and
comprehend literature,
including stories, dramas, and
poems, in the grades 6–8 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range.
Advancing
•
Read grade‐level text
complexity band,
comprehending and interacting
independently.
Sample Student Objectives
•
•
•
TSW summarize the main idea of a text.
TSW cite evidence from a text using appropriate format.
TSW create presentation showing two levels of complexity.
Mastery
•
Read above grade‐level text
complexity band, comprehending
and interacting independently.
Reading Standards: Foundational Skills
Phonics and Word Recognition
5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
Fluency
5.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
6 Writing Cluster: Text Types and Purposes
Writing
5.W.1
6.W.1
7.W.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to
support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion
presented.
Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s) and organize the reasons and evidence
clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of
the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding
of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
5.W.2
6.W.2
7.W.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
when useful to aid comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and
examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. Establish and maintain a
formal style.
e. Provide a concluding statement or section that follows from the information or explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented
5.W.3
6.W.3
7.W.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters
to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐
structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or
setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and
events.
e. Provide a conclusion that follows from the narrated experiences or events.
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or
setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey
experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Sample Essential Questions
•
•
Why is it important to be able to write coherently and how will this skill impact your future?
How can understanding audience and purpose help determine the text type you use?
Enduring Understandings
•
•
•
•
Writing a coherent and logical argument includes opinion and relevant sources.
Human experiences, real or imagined, are conveyed through well‐structured narratives.
Writing is an ongoing process.
Writing must have a specific purpose in order to be effective.
Depth of Knowledge
DOK1 – Recall
•
Brainstorm/list ideas for a
narrative piece.
DOK2 – Skill Concept
•
DOK 3 – Strategic Thinking
Organize ideas in a logical order
to enhance the narrative piece.
Revise and edit narrative to
ensure the logical progression of
the events.
•
DOK 4 – Extended Thinking
•
Compare personal narrative to
another author's and identify the
logical progression.
Rubric
Developing
•
•
•
•
•
•
•
•
Write and support claims with
reasoning and evidence.
Provide an introductory
paragraph with a topic sentence.
Use supporting details.
Use sources to develop
research.
Establish and maintain a formal
style.
Use acceptable word choice and
phrases to convey message.
Utilize standard writing
structure.
Provides a conclusion.
Proficient
•
•
•
•
•
•
•
•
Write and support claims with
clear reasons and relevant
evidence.
Provides an introductory
paragraph with an effective
topic sentence.
Uses supporting details that
relate to the topic.
Use accurate and credible
sources.
Establish and maintain a formal
style.
Use of precise words and
phrases to convey message.
Utilizes standard writing
structure.
Provides a concluding statement
that supports the topic.
Advancing
•
•
•
•
•
•
•
Write and support claims with
strong clearly defined reasons,
relevant evidence while
dispelling opposing claims.
Write an engaging introductory
paragraph which incorporates a
strong lead and clearly defined
topic sentence.
Use supporting details in a
dynamic way that develops the
main topic.
Use accurate and credible
sources.
Establish and maintain a formal
style.
Use precise words, phrases,
clauses and sensory language to
convey messages and clarify
relationships among claims and
evidence.
Provide a concluding statement
that reiterates the topic in an
effective way.
Mastery
•
Expertly and independently use
all advanced writing skills
creatively to produce a
compelling piece on a topic of
their choice.
Sample Assessment Items According to Above Rubric
Developing
•
•
•
•
What is a thesis statement?
What is a topic sentence?
What are accurate and credible
sources?
Write a thesis statement.
Proficient
•
•
Advancing
Write a thesis statement and
supporting details that include
credible sources.
Show an awareness of audience.
•
•
Write a dynaimic and complex
thesis statement and supporting
details that include credible
sources.
Show an awareness of audience.
Sample Student Objectives
•
•
•
•
TSW write a variety of responses to key works of literature
TSW develop a statement that summarizes the argument of your essay.
TSW write arguments to support reasons with relevant evidence.
TSW (given a prompt), craft a response focusing on
(specific writing element).
Additional Notes
Mastery
•
•
Write a multi‐paragraph essay
with a strong thesis statement
demonstrating synthesis and
analysis of complex themes.
Create a composition that
stimulates new perspectives on
addressed ideas and themes.
6 Writing Cluster: Production and Distribution
Writing
5.W.4
6.W.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.
a. Produce clear and coherent functional writing (e.g., friendly and formal letters, recipes, experiments, notes/messages, labels,
graphs/tables, procedures, invitations, envelopes) in which the development and organization are appropriate to task and purpose.
(AZ.5.W.5)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience, (Grade‐specific expectations for writing types are defined in standards 1‐3 above).
7.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above
5.W.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
6.W.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
7.W.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 7.)
5.W.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
6.W.6
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
7.W.6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with
others, including linking to and citing sources.
Sample Essential Questions
•
•
•
What is effective written communication?
Why is it important to evaluate writing?
How does written communication change in a 21st century world?
Enduring Understandings
•
•
•
Writing is a reflective process.
Self-assessment and peer editing can strengthen writing.
Writing is enhanced through the use of 21st Century Skills. (cultural perspective and technology)
Depth of Knowledge
DOK1 – Recall
Memorize the location of the keys on
the keyboard.
DOK2 – Skill Concept
Show locations of the keys on the
keyboard by producing a typed
paragraph.
DOK 3 – Strategic Thinking
Construct a 2 page paper utilizing
technology skills.
DOK 4 – Extended Thinking
Create a multi‐media project that
includes a 3 page typed paper.
Rubric
Developing
•
•
•
•
Produce clear and coherent
writing that may match the
intended task.
Use the writing process and
significant guidance from peers
and adults to make a stronger
piece.
Use technology to produce and
publish.
Student has beginning
keyboarding skills.
Proficient
•
•
•
•
Produce clear and coherent
writing matching the intended
task, purpose and audience.
Use the writing process with
some guidance from peers and
adults to strengthen the piece.
Use technology to produce,
publish, collaborate with others,
producing a minimum of 3 pages.
Demonstrate command of
keyboarding skills to publish a
paper.
Advancing
•
•
•
Produce authentic writing that
clearly addresses the intended
task, purpose and audience.
Incorporate the writing process
and utilize peer feedback to
skillfully enhance the piece with
an emphasis on its relationship to
a specific audience and purpose.
Effectively use technology to
collaborate, produce, and publish
writing that impact others.
Mastery
•
Seamlessly and independently
use the advancing skills while
diversifying the use of technology
and incorporating 21st Century
skills to enhance a creative and
unique end product.
Sample Assessment Items According to Above Rubric
Developing
•
•
•
•
What are the steps of the writing
process, including role, purpose,
audience, tone, format, topic,
point of view?
How are editing and revising
different?
What are the benefits of peer
editing?
How can a writer use technology
to publish his/her work?
Proficient
•
•
•
Post original writing to an on‐line
writing forum.
Demonstrate the writing process.
Produce a piece of writing that
connects ideas using a simple
organizational structure.
Advancing
•
•
•
Actively participate in an
academic on‐line writing
community.
Given a topic, the writer will
determine the essay's purpose,
audience, and point of view.
Use peer evaluations to strength
writing prior to publishing.
Sample Student Objectives
•
•
TSW After developing a piece of writing, publish in written or multimedia format.
TSW Critique papers (personal and peer developed).
Mastery
•
•
Write a response to a self‐
generated essential question
(Example: Is literature always a
reflection of life?), include
connections across various
disciplines and text to enhance
composition.
Use peer evaluations to strength
writing prior to publishing in
written or multimedia format.
Additional Notes
6 Writing: Research to Build and Present Knowledge
Writing
5.W.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
6.W.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
7.W.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for
further research and investigation.
5.W.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
6.W.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
7.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
5.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a
drama, drawing on specific details in the text [e.g., how characters interact]").
b. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which point[s]").
6.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and
poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
7.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.
Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or
character and a historical account of the same period as a means of understanding how authors of fiction use or alter
history").
b.
Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
Sample Essential Questions
•
•
•
How is information organized and why is it organized (structured) in different ways?
Why do we need to ask questions and clarify the source?
How do we utilize 21st century tools to effectively assess the credibility and accuracy of each source and why is this important?
Enduring Understandings
•
•
•
Various sources should be used to gather credible and relevant information on a topic.
There are standard formats for citing sources based on the text (quoting, paraphrasing and annotating).
Learning is elevated when questions are self‐generated.
Depth of Knowledge
DOK1 – Recall
Identify and locate different resources
used in research.
DOK2 – Skill Concept
Utilize a variety of creditable
resources to support a topic.
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Site evidence from various sources to
support an argument.
Gather, analyze and evaluate various
sources for the purpose of drafting a
well‐supported report with creditable
evidence.
Rubric
Developing
•
•
•
•
•
•
Conduct short research projects
to answer a specific question.
Utilize credible and relevant
sources.
Generate new questions with
guidance.
Use quotes, citations and
paraphrasing to avoid plagiarism.
Attempt to use MLA/APA
formatting with few errors.
Attempts to use literary or
informational texts to support
research.
Proficient
•
•
•
•
•
•
Conduct short research projects
based on a self‐generated
question/topic using multiple
sources.
Utilize credible and accurate
sources
Generate new questions based on
research.
Use proper quotes, citations and
paraphrasing to avoid plagiarism.
Appropriately use MLA/APA
format.
Use literary or informational texts
to support research and analysis.
Advancing
•
•
•
•
•
•
Conduct a short research project
based on self‐generated questions
with global connections or
ramifications.
Utilize credible and accurate
sources.
Generate new questions that
allow for multiple avenues of
exploration of a specific topic.
Use proper quotes, citations and
paraphrasing to avoid plagiarism
and select quotes which will
enhance the meaning of the work.
Appropriately use MLA/APA
format.
Evaluate literary or informational
text for relevancy to support
research and analysis.
Mastery
•
Seamlessly and independently
utilize all research strategies to
create a unique/original work
focused on a self‐generated topic
or question.
Sample Assessment Items According to Above Rubric
Developing
•
•
•
Define what makes a source
credible.
Define what makes a source
relevant.
Define plagiarism.
Proficient
•
•
•
Find credible sources to support
a thesis statement.
Distinguish the differences
between a summary and a
paraphrase.
Use evidence to support
analysis, reflection, and
research.
Advancing
•
•
•
Use sources from a variety of
mediums effectively to add
strong support of thesis
statement.
Competently apply the rules
from a style manual (MLA/APA)
to avoid plagiarism.
Strategically use direct quotes,
paraphrases, and summaries to
enhance the meaning of the
work.
Sample Student Objectives
•
•
•
TSW cite information using MLA/APA format.
TSW determine the difference between primary and secondary sources.
TSW assess validity of sources for research purposes.
Mastery
•
Seamlessly and independently
utilize all research strategies to
create a unique/original work
focused on a self generated topic
or question.
Additional Notes
6 Writing Cluster: Range of Writing
Writing
5.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
6.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for range of discipline‐specific tasks, purposes, and audiences.
7.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
Sample Essential Questions
•
How does task and time impact writing and why is this important?
Enduring Understandings
•
It is important to write to a specific task, purpose, and audience with differing time frames.
Rubric
Developing
•
Write routinely over extended
time frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) for range
of discipline‐specific tasks,
purposes, and audiences.
Proficient
•
Advancing
Write routinely over extended
time frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) for range
of discipline‐specific tasks,
purposes, and audiences.
•
Write routinely over extended
time frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) for
range of discipline‐specific
tasks, purposes, and audiences.
Sample Student Objective
•
•
•
Write for a specific task.
Write to a specific audience.
Write for a specific purpose.
Additional Notes
Mastery
•
Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for range of
discipline‐specific tasks,
purposes, and audiences.
6 Speaking and Listening: Comprehension and Collaboration
Speaking and Listening
5.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
6.SL.1
Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on
Grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic,
text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and
paraphrasing.
7.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that
bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
5.SL.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
6.SL.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes
to a topic, text, or issue under study.
7.SL.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain
how the ideas clarify a topic, text, or issue under study
5.SL.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
6.SL.3
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims
that are not supported.
7.SL.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the
evidence.
Sample Essential Questions
•
•
Why is it important to dialogue and listen to different points of view?
How can using various forms of sources (including media) help with decision making?
Enduring Understandings
•
•
Listening carefully and taking detailed notes leads to greater depth of understanding when attempting to evaluate points of view.
To have a meaningful discussion, students need to have prior knowledge, preparation, and time management.
Depth of Knowledge
DOK1 – Recall
Listen to complex information to
recognize main ideas.
DOK2 – Skill Concept
Listen to complex information, and
discern the main ideas, significant
details.
DOK 3 – Strategic Thinking
Listen to complex information, and
discern the main ideas, significant
details, and the relationships among
them.
DOK 4 – Extended Thinking
Listening to a debate, group
discussion or Socratic Seminar
critique and provide feedback for the
presentation.
Rubric
Developing
•
•
•
Participate in a range of
collaborative discussions.
Uses a single or inappropriate
source of information presented
in basic formats.
Identifies a speaker's point of
view, reasoning or use of
evidence.
Proficient
•
•
•
Engage effectively in a range of
collaborative discussions with
diverse partners on Grade 6
topics, texts, and issues, building
on others’ ideas and expressing
their own clearly.
Interpret information presented
in diverse media and formats
(e.g., visually, quantitatively, and
orally) and explain how it
contributes to a topic, text, or
issue under study.
Delineate a speaker’s argument
and specific claims,
distinguishing claims that are
supported by reasons and
evidence from claims that are
not.
Advancing
•
•
•
Effectively initiate, prepare for
and participate in a range of
collaborative discussions, helping
lead groups and articulately
expressing both their own and
others' ideas.
Integrate multiple sources of
information presented in diverse
media or formats (e.g., visually,
quantitatively, orally) evaluating
the credibility and accuracy of
each source.
Evaluate a speaker’s point of
view, reasoning, and use of
evidence and rhetoric, identifying
any fallacious reasoning or
exaggerated or distorted
evidence.
Mastery
•
•
•
Effectively initiate, prepare for,
and participate in a range of
collaborative discussions, helping
lead groups and articulately
expressing global perspectives.
Integrate multiple sources of
information presented in diverse
media or formats, evaluating the
credibility and accuracy of each
source, expressing global
perspectives.
Evaluate multiple points of view,
reasoning, and use of evidence
and rhetoric, identifying any
fallacious reasoning or
exaggerated or distorted
evidence.
Sample Assessment Items According to Above Rubric
Developing
•
•
•
What is the etiquette of a
collaborative discussion?
What supports the point of view?
What is the point of view?
Proficient
•
•
•
•
What is effective collaborative
discussion?
What are effective and ineffective
discussion questions?
Use evidence to support
opinion(s).
How is the point of view
developed?
Advancing
•
Completes all tasks to a
proficient level but in a seamless
manner.
Sample Student Objectives
•
•
•
TSW comment on the differences between the structures and features of spoken and written language.
TSW in engage in reflective conversation about their own writing and the writing of others.
TSW use diagrams to organize information heard.
Mastery
•
Completes all tasks to an
advancing level, but in a more
independent manner.
Additional Notes
6 Speaking and Listening: Presentation of Knowledge and Ideas
Speaking and Listening
5.SL.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
6.SL.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
7.SL.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear pronunciation.
5.SL.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of
main ideas or themes.
6.SL.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information
7.SL.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points
5.SL.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1
and 3 for specific expectations.)
6.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade
6 Language standards 1 and 3 on page 52 for specific expectations.)
7.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7
Language standards 1 and 3 for specific expectations.)
Sample Essential Questions
•
•
How does the use of speech affect our ability to communicate with others?
How do multimedia components and visual displays awaken the senses?
Enduring Understandings
•
•
•
•
Presentations are thoughtful, organized, and insightful.
Organization is key to effective presentations.
Media can be used, when appropriate, to enhance presentations.
Demonstration of command of language is vital to credible presentations.
Depth of Knowledge
DOK 1 - Recall
Identify findings and evidence
appropriate for presentation task.
DOK 2 – Skill Concept
Organize appropriate findings and
evidence into a concise and logical
format.
DOK 3- Strategic Thinking
Make use of visual graphic materials
in supplementing and enhancing the
content of a presentation.
DOK 4 – Extended Thinking
Design a multi‐media presentation
that shows how to find supporting
evidence and follow the line of
reasoning and organization. The
presentation should include multiple
contexts and tasks and demonstrate
an understanding of format, purpose,
and audience.
Rubric
Developing
•
•
•
Present information clearly
using an organizational method
appropriate to an intended
audience.
Use digital media to enhance the
presentation.
Adapt speech to a variety of
contexts and tasks with few
errors in formal English.
Proficient
•
•
•
Present claims and findings,
emphasizing salient points in a
focused, coherent manner with
pertinent descriptions, facts,
details, and examples; use
appropriate eye contact,
adequate volume, and clear
pronunciation.
Include multimedia components
and visual displays in
presentations to clarify claims
and findings and emphasize
salient points.
Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate.
Advancing
•
•
•
Present information, findings,
and supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning and the organization,
development, substance, and
style are appropriate to
purpose, audience, and task.
Word choice, syntax and
reasoning are at sophisticated
level.
Make strategic use of digital
media (e.g., textual, graphical,
audio, visual, and interactive
elements) in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.
Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate. Word choice,
syntax and reasoning are at
sophisticated level.
Mastery
Formulate and deliver
grammatically correct messages,
taking into consideration the
purpose of the message and
the speaker’s and the listener’s
culture, knowledge, beliefs,
feelings, and life experiences.
• Research literary criticism
related to the genre being
studied and present in a digital
media presentation.
• Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate, keeping in mind
global perspectives.
•
Sample Assessment Items According to Above Rubric
Developing
•
Observed.
Proficient
•
Observed.
Advancing
•
Observed.
Mastery
•
Observed.
Sample Student Objectives
•
•
•
TSW use verbal skills and model standard American English effectively (e.g., diction, articulation, pronunciation, vocal control).
TSW recognize elements of the communications process as it applies to interpersonal and group communication.
TSW analyze the criteria for the selection of a topic, select an appropriate organizational pattern with a thesis statement and interesting introduction
and conclusion, and develop a clear, logical progression of ideas using main points, supporting details and a variety of transitional devices.
Additional Notes
6 Language: Conventions of Standard English
Language
5.L.1
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
f. Construct one or more paragraphs that contain:
• a topic sentence,
• supporting details,
• relevant information, and
• concluding sentences. (AZ.5.L.1)
6.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, and possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use
strategies to improve expression in conventional language.
7.L.1
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
5.L.2
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true,
isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
6.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
b. Spell correctly.
7.L.2
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie. He wore an old, green shirt).
b. Spell correctly.
Sample Essential Questions
•
•
What is the effect of using proper grammar and conventions?
How does proper grammar enable us to communicate properly?
Enduring Understandings
•
The use of proper grammar and correct conventions aid in a stronger meaning and more effective communication.
Depth of Knowledge
DOK1 – Recall
•
•
Define and identify the parts of
speech used by various types of
phrases and clauses.
Edit a piece of writing for
grammar, mechanics, and
conventional errors.
DOK2 – Skill Concept
•
•
Use knowledge of parts of speech
to write appropriate phrases and
clauses.
Edit the final draft of a
composition for mechanics and
conventions, including grammar,
punctuation and capitalization.
DOK 3 – Strategic Thinking
•
•
Use knowledge of grammar to
improve and revise writing by
adding appropriate phrases and
clauses.
Edit and revise to improve the
quality of the composition.
DOK 4 – Extended Thinking
•
•
Use knowledge of grammar to
enhance and elevate the quality
of writing by adding more variety
of sophisticated phrases and
clauses.
Exhibit control over conventions
to enhance purpose and address
the needs of the audience.
Rubric
Developing
•
•
•
•
•
Student is developing the use of
pronouns throughout writing.
Uses similar sentence structures
in writing.
Developing ability to spell
correctly.
Developing ability to use commas
to separate
nonrestrictive/parenthetical
elements.
Needs assistance in identifying
and correcting spelling errors.
Proficient
•
•
•
•
•
Uses the pronouns appropriately.
Uses punctuation to set off
nonrestrictive parenthetical
elements.
Spells correctly.
Uses commas to separate
nonrestrictive/parenthetical
elements.
Identifies and corrects spelling
errors.
Advancing
•
•
•
•
•
Demonstrates command of
pronouns to enhance both
speaking and writing.
Uses complex sentence structure
to add variety to the writing.
Demonstrates a command of
spelling within writing.
Command of punctuation is
demonstrated through
enhancement of the writing
piece.
Edits piece for spelling and
punctuation errors with ease.
Mastery
•
•
•
Expertly demonstrates use of
proper pronouns that add
meaning to speaking and writing.
Writing contains a variety of
simple and complex sentences
that add interest to the piece.
Masterfully demonstrates a
command of English conventions
to allow for easy reading of the
written piece.
Sample Assessment Items According to Above Rubric
Developing
•
Observed within writing
Proficient
•
Observed within writing
Advancing
•
Observed within writing
Sample Student Objectives
•
•
TSW Vary sentence structure when writing to make it more interesting and enjoyable.
TSW Punctuate, spell, and capitalize writing to demonstrate command of Standard English.
Mastery
•
Observed within writing
Additional Notes
6 Language: Knowledge of Language
Language
5.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
6.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and
style.
b. Maintain consistency in style and tone.
7.L.3
Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
a. Choose language that expresses ideas precisely and concisely. recognizing
and eliminating wordiness and redundancy.*
Sample Essential Questions
•
•
How does language rely on style for impact?
How can rearranging the words in a passage affect the meaning of the text?
Enduring Understandings
•
Syntax and other rhetorical styles impact the effectiveness of one's meaning.
Depth of Knowledge
DOK 1 - Recall
•
Identify a particular style
appropriate for a specific
piece of writing.
DOK 2 – Skill Concept
•
Construct a written assignment
using the appropriate style of
writing for the given task.
DOK 3 – Strategic Thinking
Construct a written assignment
combining at least two stylistic
forms.
•
DOK 4 – Extended Thinking
•
Incorporate multiple styles of
writing appropriate to a given
writing task.
Rubric
Developing
•
Has a developing knowledge
of how to use and apply
language in some contexts as
well as basic stylistic skills.
Proficient
•
•
•
Use knowledge of language and
its conventions when writing,
speaking, reading, or listening.
Vary sentence patterns for
meaning, reader/listener
interest, and style.
Maintain consistency in style and
tone.
Advancing
•
Apply language in writing in
various contexts with original
stylistic choices.
Mastery
•
Independently apply language
in writing in various contexts
(literary and informational)
using multiple stylistic forms.
Sample Assessment Items According to Above Rubric
Developing
•
Assessed within the
writing.
Proficient
•
Advancing
Assessed within the writing.
•
Assessed within the writing.
Sample Student Objectives
•
TSW choose language that expresses ideas in a concise manner (simply stated).
Additional Notes
Continue to the next page – formatting issues!!! This is NOT the end of this document!
Mastery
•
Assessed within the writing.
6 Language Cluster: Vocabulary Acquisition & Use
Language
5.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine
or clarify the precise meaning of key words and phrases.
6.L.4
Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on Grade 6 reading and content,
choosing flexibly from a range of strategies.
a.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
b. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauri), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary).
7.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary)
5.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
6.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the
words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping,
economical, un‐wasteful, thrifty).
7.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite,
diplomatic, condescending)
5.L.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
6.L.6
Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
7.L.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Sample Essential Questions
•
•
•
How do various vocabulary meanings affect the use of language and communication in our world?
Why is it important to know that there are different meanings for vocabulary words?
How can context clues give meaning to unfamiliar words?
Enduring Understandings
•
•
•
Understand the multiple meanings and nuances of vocabulary.
Use textual clues to interpret figures of speech.
Acquire academic and domain‐specific words to improve reading and writing skills.
Depth of Knowledge
DOK1 – Recall
Define figurative language.
DOK2 – Skill Concept
DOK 3 – Strategic Thinking
Identify and interpret figurative
language in text or speech.
Construct a speech or written work
that uses figurative language to
enhance the meaning.
DOK 4 – Extended Thinking
Analyze and critique various works
for use of figurative language and the
impact on the piece.
Rubric
Developing
•
•
•
Needs support to determine
meaning of unknown words
or phrases. Does not always
utilize reference materials,
context clues, or affixes to
determine meaning of
unknown words or phrases.
Needs support and guidance
to demonstrate
understanding of figurative
language, word relationships,
and nuances in word
meanings.
Needs assistance to acquire
grade‐appropriate general
academic and domain‐specific
words and phrases. Needs
support to gather vocabulary
knowledge when considering
a word or phrase important
to comprehension or
expression.
Proficient
•
•
•
Determine or clarify the meaning
of unknown and multiple‐
meaning words and phrases
based on Grade 6 reading and
content, choosing flexibly from a
range of strategies.
a. Use context clues.
b. Use common, grade‐
appropriate Greek or Latin
affixes and roots as clues.
c. Consult general and specialized
reference materials both print
and digital, to find the
pronunciation of a word or
determine or clarify its precise
meaning or its part of speech.
d. Verify the preliminary
determination of the meaning of
a word or phrase.
Demonstrate understanding of
figurative language, word
relationships, and nuances in
word meanings.
a. Interpret figures of speech
(e.g., personification) in context.
b. Use the relationship between
particular words (e.g.,
cause/effect, part/whole,
item/category) to better
understand each of the words.
c. Distinguish among the
connotations (associations) of
words with similar denotations
Acquire and use accurately
grade‐appropriate general
academic and domain‐specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
Advancing
•
•
•
Frequently and routinely uses
context clues, affixes and
reference materials to determine
the meaning of unknown words
or phrases.
Frequently uses grade‐
appropriate general academic
and domain‐specific words and
phrases; Will independently
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
Frequently and routinely applies
understanding of figurative
language, word relationships,
and nuances in word meanings to
enhance writing and speech.
Mastery
•
•
•
Incorporates figurative language,
word relationships, and nuances
in word meanings in a natural
manner that creates a unique
textual experience.
Independently determines
meaning of unknown words and
phrases utilizing all appropriate
materials and text clues. Applies
new vocabulary into writing and
speech.
Vocabulary knowledge is
acquired independently and with
ease. When considering a word
or phrase important to
comprehension or expression,
student will apply vocabulary
knowledge in a way that
enhances text.
Sample Assessment Items According to Above Rubric
Developing
•
•
What does the word/word
part mean?
What is the part of speech?
Proficient
•
•
•
Advancing
Use the word appropriately in
writing.
What is the literal meaning of the
following figurative language?
How does a word change in
different context?
•
•
Discern between the multiple
meanings of a word using context
clues and resources.
Provide insightful analysis of
word meanings.
Sample Student Objectives
•
•
•
TSW use common affixes to determine meaning of unknown words..
TSW use context clues to determine meaning of unknown words and words with multiple meanings.
TSW validate meaning of words through reference sources (i.e. dictionaries, thesaurus, etc.)
Additional Notes
Mastery
•
High level vocabulary is observed
in multiple communications.
Resources
Name of Resource
Location
Az. Dept. of Ed. Core
Standards
http://www.ade.az.gov/K12Literacy/downloads/2010ArizonaEnglishLanguageArtsStandards.pdf
Core Standards
Website
http://www.corestandards.org/
Appendix A (Key
Elements/Key
Terms)
Appendix B (Text
Exemplars & Sample
Performance Tasks)
Appendix C (Sample
Student Writing)
http://www.corestandards.org/assets/Appendix_A.pdf
Depth of Knowledge
Chart (pdf)
www.pdesas.org/main/.../Instruction_Depth_of_Knowledge.pdf
Simplified DOK
ranges
http://www.ecarter.k12.mo.us/dept/curriculum/dok.html
Curriculum Maps for
CCSS (complete with
activities, standards,
and full‐unit plans)
Lexile Range of Text
http://commoncore.org/maps/index.php/maps/
Lexile Conversion
Chart for AIMS
Reading
Common Core PDF
http://www.ade.az.gov/azreads/lexile/conversioncharts/HighSchoolFebruary2010Administration.pdf
http://www.corestandards.org/assets/Appendix_B.pdf
http://www.corestandards.org/assets/Appendix_C.pdf
http://www.lexile.com
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Year Long Standards Alignment Plan-Fall Semester
Unit
Clusters and/or Individual
Standards
Summative Assessments
Formative Assessments
Year Long Standards Alignment Plan-Spring Semester
Unit
Clusters and/or Individual
Standards
Summative Assessments
Formative Assessments
Text Complexity Grade Bands
and Associated Lexile Ranges (in
Lexiles)
Text Complexity Grade
K‐1
2‐3
4‐5
6‐8
9‐10
11‐CCR
Band in the Standards Old Lexile
Range
N/A
450‐725
645‐845
860‐1010
960‐1115
1070‐1220
Lexile Ranges Aligned to CCR
Expectations
N/A
450‐790
770‐980
955‐1155
1080‐1305
1215‐1355
Common Readings
6-8th Grade Literature
A Wrinkle in Time 740L "Gift of
the Magi"‐Retold 460L "Gift of
the Magi" 940L
Stargirl 590L
Milkweed 510L "Paul
Revere's Ride" Call of
the Wild 1110L
The Tale of the Mandarin Duck 930L
Dragonwings 870L
Ellis Island: Land of Dreams 800L Dare
to Dream: 25 Extraordinary Lives Little
Women 1300L
The Dark is Rising 920L
" The People Could Fly" 660L Roll
of Thunder< Hear My Cry 920L
Eleven 900L
QUALITATIVE DIMENSTIONS OF DETERMINING TEXT COMPLEXITY
Levels of Meaning (literary texts) or Purpose (informational texts)
• Single level of meaning ‐‐‐> Multiple levels of meaning
Knowledge Demands: Life Experiences (literary texts)
• Explicitly stated purpose ‐‐‐> Implicit purpose, may be hidden or obscure
• Simple theme ‐‐‐> Complex or sophisticated themes
• Single themes ‐‐‐> Multiple themes
Structure
• Simple ‐‐‐> Complex
• Explicit ‐‐‐> Implicit
• Conventional ‐‐‐> Unconventional (chiefly literary texts)
• Common, everyday experiences or clearly fantastical situations ‐‐‐>
Experiences distinctly different from one’s own
• Single perspective ‐‐‐> Multiple perspectives
• Perspective(s) like one’s own ‐‐‐> Perspective(s) unlike or in opposition to
one’s own
• Events related in chronological order ‐‐‐> Events related out of chronological
order (chiefly literary texts)
• Traits of a common genre or subgenre ‐‐‐> Traits specific to a particular
discipline (chiefly informational texts)
• Simple graphics ‐‐‐> Sophisticated graphics
• Graphics unnecessary or merely supplementary to understanding the text ‐‐‐>
Graphics essential to understanding the text and may provide information not
otherwise conveyed in the text
Language Conventionality and Clarity
• Literal ‐‐‐> Figurative or ironic
Knowledge Demands: Cultural/Literary Knowledge (chiefly literary texts)
• Everyday knowledge and familiarity with genre conventions required ‐‐‐>
Cultural and literary knowledge useful
• Low intertextuality (few if any references/allusions to other texts) ‐‐‐> High
intertextuality (many references/allusions to other
texts)
Knowledge Demands: Content/Discipline Knowledge (chiefly
informational texts)
• Clear ‐‐‐> Ambiguous or purposefully misleading
• Everyday knowledge and familiarity with genre conventions required ‐‐‐>
Extensive, perhaps specialized discipline‐specific
• Contemporary, familiar ‐‐‐> Archaic or otherwise unfamiliar
content knowledge required
• Conversational ‐‐‐> General academic and domain‐specific
• Low intertextuality (few if any references to/citations of other texts) ‐‐‐>
High intertextuality (many references to/citations of other texts)